Transcript Library of Congress Train the Trainer Workshop

TEACHING WITH PRIMARY SOURCES
Level III Training
Section One
TPS PROGRAM MODULE
(2.1.a)
Program Purpose
To prepare the participant to:
 Deliver TPS Overviews training to teachers
 Coach staff who are using primary sources
Participant Introductions
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Name
School/Location
Level/Grade or Responsibility
Nature of TPS Experience
Resources I Bring
TPS Core Competencies
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TPS Content
Understanding Primary Sources
Teaching with Primary Sources
Accessing and Using Primary Sources
Professional Development
Adult Learning Theory
Presentation Skills
Group Facilitation
Coaching
Coaching
Communications
TPS LEVEL III PROGRAM
One
TPS Program Module
Two
Adult Learning Module
Three
Presentation/Facilitation Skills Module
Four
TPS Coaching Module
TPS Content Competencies
Workshop Objectives
As a result of completing the TPS Program Module, the learner will be able to:
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Demonstrate understanding of Levels I and II content
Promote teaching methods and materials that are consistent with the national TPS program.
Describe how the national TPS program is organized.
Describe the roles of local TPS programs, coaches and online mentors within the TPS
program.
Match TPS materials and approaches to specific instructional goals.
TPS Program Module Agenda
Day One
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Welcome and Group Introductions
Program Schedule and Learning Agreements
Connecting with Primary Sources
Primary Sources – What: Leaving Evidence of Our Lives
Primary Sources – Why
Analyzing Primary Sources: Analyzing Photos
Understanding and Searching Digital Collections
Analyzing Primary Sources: Analyzing Maps
Accessing, Saving and Using Primary Sources
Reflection/Wrap-Up/Exit Cards/Homework
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TPS Program Module Agenda
Day Two
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Day One Feedback / Day Two Agenda
Primary Sources Entry Points Warm-Up
Inquiry Learning and Primary Sources
Historical Thinking and Primary Sources
Selecting and Analyzing Primary Sources from Multiple Perspectives
Enriching Primary Source Analysis
National and Regional TPS Program
Connecting with Primary Sources
Primary Sources
What: Leaving Evidence of our Lives
Why Use Primary Sources
1. Engage students
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Primary sources help students relate in a personal way to events of the past and promote a deeper understanding
of history as a series of human events.
Because primary sources are snippets of history, they encourage students to seek additional evidence through
research.
First-person accounts of events helps make them more real, fostering active reading and response.
2. Develop critical thinking skills
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Many state standards support teaching with primary sources, which require students to be both critical and
analytical as they read and examine documents and objects.
Primary sources are often incomplete and have little context. Students must use prior knowledge and work with
multiple primary sources to find patterns.
In analyzing primary sources, students move from concrete observations and facts to questioning and making
inferences about the materials.
Questions of creator bias, purpose, and point of view may challenge students’ assumptions.
3. Construct knowledge
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Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources
that represent differing points of view, confronting the complexity of the past.
Students construct knowledge as they form reasoned conclusions, base their conclusions on evidence, and
connect primary sources to the context in which they were created, synthesizing information from multiple
sources.
Integrating what they glean from comparing primary sources with what they already know and what they learn
from research allows students to construct content knowledge and deepen understanding.
Analyzing Primary Sources:
Analyzing Photographs
Understanding and Searching Digital
Collections
Literacy Education for All, Results for the Nation Act
Analyzing Primary sources:
Analyzing Maps
Accessing, Saving and
Using Primary Sources
Sample Log File
Source Type
photo
Source
Description
Source Title
Lincoln visits with
commanders in
the field 1862
October 3.
Antietam, Md.
Allan Pinkerton,
President Lincoln,
and Maj. Gen.
John A.
McClernand
Source URL
Source
Collection
Lincoln, and Maj.
Gen. John A.
http://loc.gov/pictu McClernand.”
res/Source/cwp20 Selected Civil War
03000146/PP
photographs
Accessed
5/25/2010
Plus
(What did you really like: What would you use?)
Major Themes (Sample)
• Hands-on activities
• Active learning activities that apply to both students and
teachers
• Group participation/collaboration/idea-sharing discussion
• Practice searching
• Great tools – primary source analysis tools
Minus
(Challenges? Obstacles?)
Major Themes (Sample)
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Inability to link American Memory to myLOC.gov
Website not accessible or slow
Searching is difficult
Finding permanent URL is a “pain”
Could use more assistance on searching
Interesting
(What did you find intriguing?)
Major Themes (Sample)
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Map Exercises and others using primary sources
Good search strategies
TPS Primary Source Nexus
Variety of and how engaging primary sources can be
Group discussion, interaction and ideas from others
Questions
(…about content? …about process)
Most frequent response = no questions
Major Themes (Sample)
• How do we help other teachers shift from old ways and get on board to
use primary sources?
• Other ways to use LOC.gov – most especially the teacher’s section?
• Will LOC.gov allow search within a search?
• Will we have time to create units?
• Are we going to have the opportunity to lead an organized training session
will we be setting them up ourselves?
TPS Program Module Agenda
Day Two
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Day One Feedback / Day Two Agenda
Primary Sources Entry Points Warm-Up
Inquiry Learning and Primary Sources
Historical Thinking and Primary Sources
Selecting and Analyzing Primary Sources from Multiple Perspectives
Enriching Primary Source Analysis
National and Regional TPS Program
Primary Sources
Entry Points Warm Up
–Aesthetic
–Logical
–Narrative
–Foundational
–Experiential
Inquiry Learning and Primary sources
Analyzing Primary Sources:
Analyzing Photographs
Historical Thinking and Primary Sources
Selecting and Analyzing Primary Sources
from Multiple Perspectives
The Importance of Questioning
QAR: Question-Answer Relationships
Developed: Taffy E. Raphael (1982, 1986)
Goal: increase reading comprehension
Process: recognizing different types of questions and
understanding where the answers to those questions can
be found
QAR  Image Questions & Responses
Developed: TPS-Barat (2009, 2012)
Goal: scaffold learning by focusing on comprehension of
content while reducing linguistic cognitive load
Process: recognizing different types of questions and
understanding how to respond using details from an
image
Image Questions & Responses Chart
IN THE IMAGE
Right There
Think & Search
What do I see?
How do individual details relate to one another
and to the complete image?
What do these details add to the information,
story, or idea presented by the image?
IN MY HEAD
Creator & Me
On My Own
Why did the creator choose to include the
things I see?
What does this image remind me of?
What did s/he want me to think or feel?
What details or techniques in the image
support my thinking?
What would I be doing or thinking if I were a
person or object in this image?
What conclusions can I draw about this image?
What more would I like to know about the
information, story, or idea presented by the
image?
What questions should I ask to learn more?
Image link
Questioning & the Common Core State Standards
The CCSS emphasize teaching students to become active questioners early on
• RL/RI.K.1. With prompting and support, ask and answer questions about key
details in a text.
• RL/RI.1.1. Ask and answer questions about key details in a text.
• RL/RI.2.1. Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
• RL/RI.3.1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
By 4th grade, specific practice with questioning disappears from the CCSS text
• RL/RI.4.1. Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
Teaching Active Questioning
Image QAR: provides students with guided questions that produce specific types of
responses
Text QAR: provides students with question types that produce specific types of responses
QFT: helps students learn how to produce their own questions, improve them, and
strategize on how to use them
QFT?
QFT: Question Formulation Technique
Developed: Dan Rothstein & Luz Santana, Right Question Institute
Goal: help students learn how to produce their own questions, improve them, and
strategize on how to use them
Process:
• Step 1 - Teachers Design a Question Focus.
• Step 2 - Students Produce Questions.
• Step 3 - Students Improve Their Questions.
• Step 4 - Students Prioritize Their Questions.
• Step 5 - Students and Teachers Decide on Next Steps.
• Step 6 - Students Reflect on What They Have Learned.
QFT Step 2: Producing Questions
Four, Simple Rules
• 1 - Ask as many questions as you can.
• 2 - Do not stop to discuss, judge, or answer the questions.
• 3 - Write down every question exactly as it is stated.
• 4 - Change any statement into a question.
QFT Step 3: Improving Questions
• 1 - Mark each question produced as open or closed.
• 2 - Change 2 closed questions to open questions.
• 3 - Change 2 open questions to closed questions.
• 4 - Write an explanation for students explaining why open questions produce more
information.
QFT Step 4: Prioritizing Questions
1 - Create criteria for prioritizing questions and describe the learning objective.
•Example: Choose the 3 questions you think will provide the most
information.
•Example: Choose the 3 questions you most want to explore further.
2 - Choose questions based on your defined criteria.
Level I and II Workshops
Teaching with Primary Sources
Regional Program
Teaching with Primary Source
Regional Consortium Partners
Wrap-up/Reflection/
Program Evaluation/ Homework
• What did you like the most about the section?
• What did you like the least about the section?
• What was your most significant learning for the
section?
• Do you have any outstanding questions that you
would like addressed?
• Do you have any general observations that you
would like to share with the group?